Universität zu Köln

König, Johannes ORCID: 0000-0003-3374-9408 and Kramer, Charlotte ORCID: 0000-0002-8407-7237 (2016). Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM-the international journal on mathematics education, 48 (1-2). S. 139 - 152. HEIDELBERG: Springer. ISSN 1863-9704

Full text not available from this repository.

Abstract

Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established paper-and-pencil-test that broadly covers mathematics teachers' general pedagogical knowledge. For this, we apply the general pedagogical knowledge test previously developed in the Teacher Education and Development Study-Mathematics (TEDS-M) comprising knowledge of structuring lessons ('structure'); motivating students and managing the classroom ('motivation/classroom management'); dealing with heterogeneous learning groups ('adaptivity'); and assessing students ('assessment'). Using test data of 188 novice teachers, advanced beginners, and expert teachers, we raise questions regarding the two tests' (1) structural relations, (2) expert-novice differences, and (3) predictive validity. Findings: (1a) classroom management expertise can be empirically separated from general pedagogical knowledge, although the two constructs are positively inter-correlated (medium effect size), (1b) classroom management expertise is more highly correlated with pedagogical knowledge of classroom management than with pedagogical knowledge of 'adaptivity', 'structure', and 'assessment', (1c) classroom management expertise is more highly correlated with procedural pedagogical knowledge (cognitive demand 'generate') than with declarative pedagogical knowledge (cognitive demands 'recall' and 'understand/analyze'), (2) novice teachers as well as advanced beginners are outperformed by expert teachers, and (3) classroom management expertise, compared with general pedagogical knowledge, is a stronger predictor for instructional quality aspects of classroom management as rated by students.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED Kramer, Charlotte UNSPECIFIED orcid.org/0000-0002-8407-7237 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-279435
DOI:	10.1007/s11858-015-0705-4
Journal or Publication Title:	ZDM-the international journal on mathematics education
Volume:	48
Number:	1-2
Page Range:	S. 139 - 152
Date:	2016
Publisher:	Springer
Place of Publication:	HEIDELBERG
ISSN:	1863-9704
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Allgemeine Didaktik und Schulforschung Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language INSTRUCTION; EDUCATION; MATHEMATICS; COMPETENCES; ELEMENTARY Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/27943